The responsive characteristic is about incorporating a willingness to be flexible and to ensure that learning is always child, context, content, and discipline appropriate. To achieve this, educators will balance opportunities for structure and spontaneity, open-ended and specific tasks, and child-led and educator-led learning.
- openly discuss classroom decision-making with children
- provide opportunities for children to engage in learning experiences that they have initiated
- provide a program that balances opportunities for structure and spontaneity
- promote co-construction of the learning environment with children.
- understand that they are part of the classroom decision-making process
- take responsibility for their learning: planning; doing and reflecting
- feel safe and respected
- develop ownership of and responsibility for the classroom environment.
"Achieving a balance between play-based practical and written tasks and a more equal distribution of time between child- and teacher-initiated activities was considered important for higher-order thinking; along with appropriate interaction in play-based activity on the part of the adults."